scholarly journals Using Moodle Quiz to respond to emergency: a case study with a tertiary L2 French teacher

2021 ◽  
pp. 243-247
Author(s):  
Salomi Papadima-Sophocleous ◽  
Savvi Antoniou
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Online Teaching ◽  
French Language ◽  
Short Paper ◽  
Tertiary Level ◽  
Teacher Training Program ◽  
Expected Outcomes

This short paper reports on the case of a tertiary level French language practitioner self-training in using Moodle Quiz during the Covid-19 pandemic online emergency remote teaching (Hodges et al., 2020). As no teacher training program included a topic such as ‘how to deal with the pandemic’, switching to online teaching was done under emergency conditions (MacIntyre, Gregersen, & Mercer, 2020). The practitioner had taken advantage of the situation and explored ways of self-training. She took advantage of Moodle Quiz (MQ) affordances. She experimented with different ways MQ could be used to construct a diverse number of quiz activities, embedded with audio and video, infused with elements of constructivism, and aiming at catering for the aims and expected outcomes of the specific students and course. Self-training helped the practitioner face the challenges of online emergency teaching as she developed knowledge, skills, and experiences necessary for creating online interactive activities.

Teacher education in cooperative learning and its influence on inclusive education

2020 ◽  
Vol 23 (3) ◽  
pp. 277-290
Author(s):  
Yolanda Muñoz-Martínez ◽  
Carlos Monge-López ◽  
Juan Carlos Torrego Seijo
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Cooperative Learning ◽  
Training Program ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Positive Influence ◽  
Teacher Training Program ◽  
Depth Interviews

This article presents the study of the perception of teachers and principals participating in a teacher training program about cooperative learning with the focus on the transformation of teaching practices for inclusive education. The aim is to analyze the effect of a teacher training program on teaching practices and school transformation. We carried out an exploratory case study involving eight public schools of the Community of Madrid. Twenty-nine teachers (including principals) and two counselors agreed to participate. The process involved discussion groups, in-depth interviews, questionnaires about the training received, and analysis of documents (reports, stories, and projects). The results found that there is a positive influence on how students live together, their learning, emotional intelligence, and social relationships.

Blended Teacher Training Program

2021 ◽  
pp. 337-358
Author(s):  
Marcos Andrei Ota ◽  
Andreia Cristina Nagata ◽  
Tatiane Carvalho Ferreira
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching Practices ◽  
Basic Education ◽  
Training Programs ◽  
Digital Learning ◽  
Learning Spaces ◽  
Teaching Methodologies ◽  
Teacher Training Program

Nowadays information is processed quickly, and it provides new ways of interaction between the students and the teachers. The digital learning process has entered in our schools and has also brought a great discussion: how to teach in the digital age. To answer it, the authors aim to present a case study about the teacher training program developed in a blended model. Its purpose was to support the teaching practices and to rethink the learning spaces as well as to generate reflections on the issues of how to evaluate the application of active methodologies which are used in the basic education. A total of 20 teachers from four private schools in São Paulo have completed the training program. Thus, it enabled considerable advances in the planning of active classes. It was noticed, according to the results, that the teaching methodologies represent a challenge to be overcome in new training programs.

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